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CHAPTER 1
The Democratic
Republic

LEARNING OUTCOMES
The five Learning Outcomes (LOs) below are designed to help improve your understanding of
this chapter. After reading this chapter, you should be able to:


LO1
Define the terms politics, government, order, liberty, authority, and legitimacy.

LO2
Distinguish the major features of direct democracy and representative democracy.

LO3
Describe majoritarianism, elite theory, and pluralism as theories of how democratic
systems work.

LO4
Summarize the conflicts that can occur between the principles of liberty and order,
and between those of liberty and equality.

LO5
Discuss conservatism, liberalism, and other popular American ideological positions.
SUMMARY OVERVIEW
To many Americans, politics is seen as a “game.” Winners and losers are increasingly defined,
the stakes grow higher in modern times, and the players are more divided. This game is defined
as a struggle over power or influence within organizations or informal groups that can grant
benefits or privileges. Wherever organized groups of people are found, the game of politics is
inevitably played.
The preeminent institution within a society is called the government, because it makes decisions
that resolve conflicts, and allocates benefits and privileges in society. Governments originally
formed to keep order and maintain security, but expanded their role considerably over time.
Concerned about too much governmental power, people imposed limitations on it, mostly through
guaranteeing individual liberties and civil rights enshrined by law.
Normally, people accept a government’s ability to exercise authority. This acceptance is called
political legitimacy. A government’s continued existence depends on acceptable levels of both
legitimacy and authority.
Many different types of government exist, with varying degrees of power over their societies. In
most of the world today, democracies are favored, based in some form or another upon rule by
the people. The United States has moved in a direction favoring more and more direct
democracy, although the writers of the U.S. Constitution feared this trend going too far. They
crafted a democratic republic where people control the elections of government officials, who in
turn make national policy, all limited by the provisions of the Constitution. Around the world,
representative democracy evolved, where majority rule is tempered by individual rights, free and
competitive elections occur, and guaranteed freedom of speech and press help to preserve the
people’s voice in the system.
American democracy has not been as easy to define as the word democracy implies. Scholars
rely on three definitions: majoritarian theory, elite theory, and pluralism. Each only goes so
far to explain the system. Majoritarianism presupposes the government ought to do what the
majority of people want, but its critics contend that Americans are too ill-informed or
uninterested in politics for this to work. Elite theory argues that a small number of elites exercise
power in their own self-interest, although few advocate this as a good idea today. Pluralists
theorize American politics as bargaining and compromise between interest groups, because no
one interest group can dominate the process. Pluralism’s opponents cite the lack of concern for
the underrepresented poor, and the potential that national policy will only benefit the largest
groups. Despite criticisms of each theory, they help explain the American political system when
considered altogether.
The writers of the U.S. Constitution depended on the values of American political culture to
maintain the government they envisioned. A surprisingly strong consensus on the rights to
liberty, equality, and property still exist today, thanks in part to political socialization—the
process by which political beliefs and values are transmitted to new immigrants and to children.
The dominant American culture, rooted in western European civilization, also favors
individualism and Judeo-Christian ethics, all of which reinforce Constitutional principles.
However, long-standing controversies exist over conflicting political values and where to draw
the line between them. One involves liberty and order—to what degree does expanding freedom
threaten the established social or political order? Another involves liberty and equality.
Americans favor both, but the closer the country gets to full equality, complaints get louder over
the methods used to get there, citing threats to personal freedom. Other controversies involving
the role of government, property rights, and capitalism have similar points of contention, where
one value appears to threaten another.
American political freedom has engendered a wide range of ideologies. A traditional political
spectrum, with socialism, liberalism, conservatism, and libertarianism arranged from left
(favoring political change) to right (opposing it), has given way to a four-cornered ideological
grid, measuring the degree of economic and cultural liberty each ideology represents. Although
flawed philosophically (all were born from politics and constrained by the U.S. Constitution),
they shape and define the American democratic republic today.

CHAPTER OUTLINE
I.
II.
POLITICS AND GOVERNMENT
A.
Why Is Government Necessary?
B.
Limiting Government Power
C.
Authority and Legitimacy
DEMOCRACY AND OTHER FORMS OF GOVERNMENT
A.
Types of Government
B.
Direct Democracy as a Model
C.
The Dangers of Direct Democracy
D.
A Democratic Republic
1.
Principles of Democratic Government.
2.
Constitutional Democracy.
Full file at http://testbanksite.eu/American-Government-and-Politics-Today-Brief-Edition-2014-2015-8thEdition-Solution
III.
IV.
V.

WHAT KIND OF DEMOCRACY DO WE HAVE?
A.
Democracy for Everyone
B.
Democracy for the Few
C.
Democracy for Groups
FUNDAMENTAL VALUES
A.
Liberty versus Order
B.
Liberty versus Equality
1.
Economic Equality.
2.
Property Rights and Capitalism.
C.
The Proper Size of Government
1.
Big Government and War.
2.
Big Government and the Great Recession.
3.
Republican Overreach.
POLITICAL IDEOLOGIES
A.
1.
2.
Conservatism
Modern Conservatism.
Conservative Values.
B.
1.
2.
Liberalism
Modern Liberalism.
Liberal Values.
C.
The Traditional Political Spectrum
D.
Problems with the Traditional Political Spectrum
E.
1.
2.
3.
A Four-Cornered Ideological Grid
Economic Liberals, Cultural Conservatives.
Libertarians.
The Liberal Label.
TEACHING TOOLS

LO1
Define the terms politics, government, order, liberty, authority, and legitimacy.
Lecture Launcher
This Lecture Launcher explores possible contradictions between politics being a high-stakes
game and general political apathy of the American people. Ask students, either individually or via
a show-of-hands poll, if politics does NOT matter to them personally. Then select a respondent
and ask why he/she responded that way. Answers should revolve around ideas such as: “It doesn’t
matter to me,” “I have no interest,” “It’s boring,” or “It makes no difference in my life.” Bring up
the United States v. Windsor (2013) Supreme Court case that challenges the constitutionality of
the Defense of Marriage Act (which makes it illegal for Congress to recognize any form of
marriage that isn’t between one man and one woman), and mention the accompanying rallies by
LGBTQ groups during the arguments. Ask the class if politics mattered to the people at those
rallies. Answers will likely be in the affirmative. Then ask the class why politics matters to some
people but not others. Answers should be based on the impact of politics on affected individuals.
Finally, ask students one more question: “Do you think politics can be a high-stakes game”?
Answers should create a sufficient segue into the opening paragraph of this chapter.
Critical Thinking Question
According to the text, politics occurs when groups of individuals make decisions through formal
or informal rules. Could that also mean that politics is hardwired into human beings outside of
these group situations and/or rules? Why or why not?
In-Class Activity
This activity analyzes one statement in this chapter: “Authority without legitimacy is a recipe for
trouble.” Ask students to complete this statement: “Authority without legitimacy is a recipe for
trouble, because....” Then ask selected students to share their responses. When they have done so,
ask them if the current political situations in Russia and China (illiberal democracy and one-party
rule, respectively) support or refute their completed statements about authority and legitimacy.

LO2
Distinguish the major features of direct democracy and representative democracy.
Lecture Launcher
This Lecture Launcher analyzes criticisms of direct democracy. Share the following blog
posting from The Economist with your class: “When Democracy Threatens Freedom”
(http://www.economist.com/blogs/democracyinamerica/2009/12/when_too_much_democracy_threat).
After reading the posting, or summarizing the main points, ask the class if they find themselves
agreeing with the opinions expressed in the article, and why (or why not).
Critical Thinking Question
Given how the founders of the U.S. Constitution were as fearful of direct democracy as they
were, as well as how much more direct democracy exists in the United States today than in the
past, do you think the founders’ fears about democracy were justified? Why (or why not)?
In-Class Activity
This is an in-class simulation designed to illustrate some differences between direct and
representative democracy. Divide the class into two equal groups; announce that each group
represents a small town, and they are all its inhabitants. Announce to one group that they may
only make all decisions by majority vote, and announce to the other group that they must elect a
town council and mayor, who have the sole power to make decisions for that town by majority
Council/Mayor vote. Assign both groups the following tasks:

establishing ground rules for conducting discussion (suggest Robert’s Rules of Order if
the groups are stuck on how to run meetings or fail to establish rules of their own),

establishing residency rules for newcomers into their town,

assigning tax rates for every individual in the town, and

deciding on the color of planters that line the Main Street of your town (or you may
choose two or more optional tasks, proposed and decided by the respective groups).
Full file at http://testbanksite.eu/American-Government-and-Politics-Today-Brief-Edition-2014-2015-8thEdition-Solution
Once all tasks are accomplished (or until sufficient time has elapsed), ask each group to share
which tasks were easiest and which were most difficult to accomplish, as well as any problems or
frustrations each group had in their decision-making process. Responses shared should fall
roughly in line with the characteristics of direct and representative democracy.

LO3
Describe majoritarianism, elite theory, and pluralism as theories of how democratic
systems work.
Lecture Launcher
This Lecture Launcher underscores the incomplete nature of both democracy and its definitions.
Ask students this question: “If democracy means majority rule, and if Americans are indifferent
to the point of apathy, is the United States really a democracy”? After sufficient discussion
ensues, then ask this question: “If the United States government is run by elites out to further selfinterests, is the United States really a democracy”? After a decent discussion ensues, ask this
question: “If democracy is the competition between competing interest groups, but those groups
ignore the many to favor a few large interest groups, is the United States really a democracy”?
Finally, ask this question: “Do each of the aforementioned questions hold a piece of the puzzle as
to what American democracy really is”? Answers should lean toward the affirmative.
Critical Thinking Question
Consider this excerpt from Vaclav Havel’s speech to the United States Congress on February 21,
1990: “As long as people are people, democracy, in the full sense of the word, will always be no
more than an ideal. One may approach it as one would the horizon in ways that may be better or
worse, but it can never be fully attained. In this sense, you, too, are merely approaching
democracy.” Given the criticisms of majoritarian, elite, and pluralist democracy, do you think
Havel was correct? Why (or why not)?
In-Class Activity
Ask students to complete the sentence in at least a paragraph: The most comprehensive and
complete definition of American democracy can be found in [majoritarian/elitist/pluralist] theory
because.... Ask students to defend their answers.

LO4
Summarize the conflicts that can occur between the principles of liberty and order,
and between those of liberty and equality.
Lecture Launcher
This Lecture Launcher analyzes a classic clash between conflicting American values, through the
vehicle of a conservative website addressing the same-sex marriage issue before the US Supreme
Court in 2013. Ask students to consider the following article, found here:
(http://www.heritage.org/research/reports/2011/07/same-sex-marriage-and-threats-to-religiousfreedom-how-nondiscrimination-laws-factor-in). After giving students a chance to read it, or by
addressing the key points, ask the question: “Is the conflict between same-sex marriage and
religious freedom more important than issues of same-sex marriage and perceived threats to
social order? Why (or why not)”?
Critical Thinking Question
In 2013 the U. S. Supreme Court had to decide whether or not to declare the Defense of Marriage
Act (DOMA) unconstitutional. DOMA currently forbids the federal government from
recognizing any kind of marriage except between a man and a woman. Could it safely be said
that, no matter which way the Supreme Court decides, liberty or equality will be threatened? Why
(or why not)?
In-Class Activity
Divide the class into 3–5 groups, and ask them to complete the following statement, by group
consensus, in at least a paragraph: “Liberty is __________ important to the American people than
order, because _________.” Ask each group to appoint a secretary to write the answer down, as
well as a presenter to report each group’s answer to the class. Give them sufficient time to
formulate responses. Ask each presenter to read their paragraph to the class after all groups have
finished compiling them, and either take a few questions from the class about each, or ask
questions of your own about why they came to the conclusions they made about liberty and order.

LO5
Discuss conservatism, liberalism, and other popular American ideological positions.
Lecture Launcher
This Lecture Launcher explores a relatively new topic about brain composition and political
ideology. Ask students to consider the information in this article:
(http://2012election.procon.org/view.resource.php?resourceID=004818). Then ask this question:
“Have the conclusions in this article adequately explained why Americans have the political
ideologies they have? Why (or why not)”?
Critical Thinking Question
What contradictions exist in each of the four major ideologies in this chapter, and do they
seriously detract from what each represents? Why (or why not)?
In-Class Activity
Convene a panel discussion that attempts to answer this question: “Which political ideology is
best suited for the future needs of Americans”? Assign four students to advocate for one of the
four ideologies in this chapter, or allow volunteers to select one, provided that all four
ideologies are represented on the panel. After each panelist contributes to the discussion, allow
the remainder of the class adequate time to pose questions to each of the panelists, or allow
the panelists to question one another, as time, circumstances, and overall quality of the
panelists permit.
Full file at http://testbanksite.eu/American-Government-and-Politics-Today-Brief-Edition-2014-2015-8thEdition-Solution

KEY TERMS
authoritarianism
A type of regime in which only the government itself is fully
controlled by the ruler. Social and economic institutions exist
that are not under the government’s control.
authority
The right and power of a government or other entity to enforce
its decisions and compel obedience.
Bill of Rights
The first ten amendments to the U.S. Constitution.
capitalism
An economic system characterized by the private ownership of
wealth-creating assets, free markets, and freedom of contract.
civil liberties
Those personal freedoms, including freedom of religion and of
speech, that are protected for all individuals in a society.
conservatism
A set of beliefs that includes advocacy of a limited role for the
national government in helping individuals, support for
traditional values and lifestyles, and a cautious response to
change.
conservative movement
An American movement launched in the 1950s that provides a
comprehensive ideological framework for conservative politics.
democracy
A system of government in which political authority is vested in
the people.
democratic republic
A republic in which representatives elected by the people make
and enforce laws and policies.
direct democracy
A system of government in which political decisions are made
by the people directly, rather than by their elected
representatives.
elite theory
The argument that society is ruled by a small number of people
who exercise power to further their self-interests.
equality
As a political value, the idea that all people are of equal worth.
government
The preeminent institution within a society. Government has the
ultimate authority to decide how conflicts will be resolved and
how benefits and privileges will be allocated.
initiative
A procedure by which voters can propose a law or a
constitutional amendment.
institution
An ongoing organization that performs certain functions for
society.
legislature
A governmental body primarily responsible for the making of
laws.
legitimacy
Popular acceptance of the right and power of a government or
other entity to exercise authority.
liberalism
A set of beliefs that includes advocacy of positive government
action to improve the welfare of individuals, support for civil
rights, and tolerance for political and social change.
libertarianism
A political ideology based on skepticism or opposition toward
most government activities.
liberty
The greatest freedom of the individual that is consistent with the
freedom of other individuals in the society.
limited government
A government with powers that are limited either through a
written document or through widely shared beliefs.
majoritarianism
A political theory holding that in a democracy, the government
ought to do what the majority of the people want.
majority rule
A basic principle of democracy asserting that the greatest
number of citizens in any political unit should select officials and
determine policies.
order
A state of peace and security. Maintaining order by protecting
members of society from violence and criminal activity is the
oldest purpose of government.
pluralism
A theory that views politics as a conflict among interest groups.
Political decision making is characterized by bargaining and
compromise.
political culture
The patterned set of ideas, values, and ways of thinking about
government and politics that characterizes a people.
political ideology
A comprehensive set of beliefs about the nature of people and
the role of government.
political socialization
The process by which people acquire political beliefs and values.
politics
The struggle over power or influence within organizations or
informal groups that can grant or withhold benefits or privileges.
popular sovereignty
The concept that ultimate political authority is based on the will
of the people.
property
Anything that is or may be subject to ownership. As conceived
by the political philosopher John Locke, the right to property is a
natural right superior to human law (laws made by government).
recall
A procedure allowing the people to vote to dismiss an elected
official from office before his or her term has expired.
referendum
An electoral device whereby legislative or constitutional
measures are referred by the legislature to the voters for approval
or disapproval.
representative democracy
A form of government in which representatives elected by the
people make and enforce laws and policies, but in which the
monarchy may be retained in a ceremonial role.
republic
A form of government in which sovereign power rests with the
people, rather than with a king or a monarch.
socialism
A political ideology based on strong support for economic and
social equality. Socialists traditionally envisioned a society in
which major businesses were taken over by the government or
by employee cooperatives.
Full file at http://testbanksite.eu/American-Government-and-Politics-Today-Brief-Edition-2014-2015-8thEdition-Solution
totalitarian regime
A form of government that controls all aspects of the political,
social, and economic life of a nation.
universal suffrage
The right of all adults to vote for their representatives.